Highlights
- •Surgical educators most commonly have multimodal learning preferences.
- •Certain teaching styles are associated with effectiveness in surgical educators.
- •Surgical educators rate their teaching effectiveness lower than residents rate them.
Abstract
Background
Effective surgical educators have specific attributes and learner-relationships. Our
aim was to determine how intrinsic learning preferences and teaching styles affect
surgical educator effectiveness.
Methods
We determined i) learning preferences ii) teaching styles and iii) self-assessment
of teaching skills for all general surgery attendings. All general surgical residents
in our program completed teaching evaluations of attendings.
Results
Multimodal was the most common learning preference (20/28). Although the multimodal
learning preference appears to be associated with more effective educators than kinesthetic
learning preferences, the difference was not statistically significant (80.0% versus
66.7%, p = 0.43). Attendings with Teaching Style 5 were more likely to have a lower
“professional attitude towards residents” score on SETQ assessment by residents (OR
0.33 (0.11, 0.96), p = 0.04). Attendings rated their own “communication of goals”
(p < 0.001), “evaluation of residents” (p = 0.04) and “overall teaching performance”
(p = 0.01) per STEQ domains as significantly lower than the resident’s assessment
of these cofactors.
Conclusion
Identification of factors intrinsic to surgical educators with high effectiveness
is important for faculty development. Completion of a teaching style self-assessment
by attendings could improve effectiveness.
Keywords
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Article info
Publication history
Published online: August 29, 2020
Accepted:
August 19,
2020
Received in revised form:
August 3,
2020
Received:
May 13,
2020
Footnotes
☆Accepted for presentation at Surgical Education Week, Seattle, April 28- May 2 2020, meeting cancelled due to COVID-19
Identification
Copyright
© 2020 Elsevier Inc. All rights reserved.
